A Micro-Credential Design Checklist

 Guidance on Implementation

Quality Assurance 

• Use the same internal quality evaluation assurance processes for micro-credentials as for other programmes and/or qualifications (awards).
• Collect feedback from learners on their satisfaction with micro-credentials.
• Collect feedback from external stakeholders (such as employers or their representative organisations, among others) on micro-credentials.
• Collect information and feedback on labour market integration and career pathways after completion of micro-credentials.
• As part of evaluation, assess how to improve the design and the provision of micro-credentials based on the agreed learning outcomes as well as how to improve the process of certification.
• Review the course/s leading to the micro-credential periodically, at minimum annually, and publish a list of changes which have been made since the last edition.

• Ensure regular reviews by an external quality assurance body which would review the quality of relevant processes carried out by the provider. This may include a national quality assurance agency, a standards body such as the International Organization for Standardization (ISO) or other sectoral or peer organisations.

• Publish information on how the design, assessment and certification of micro-credentials is done, together with the results of internal and external quality assurance. 

• Design teaching, learning and assessment criteria and methods according to defined learning outcomes and document the link.
• Integrate micro-credentials into an existing credit system which complies, where possible, to the principles in Annex V to the European Qualifications Framework (EQF).
• Publish information on micro-credentials using the standard model (described in Annex I of the EU Council Recommendation). Reference learning outcomes to formal taxonomies such as skill or competence frameworks (e.g. ESCO).

• Classify micro-credentials by National Qualifications Framework (NQF) level, using the level descriptors, based on learning outcomes.

• Issue micro-credentials according to a structured data format for credentials (such as the European Learning Model), to ensure inter-operability.
• Digitally sign micro-credentials to ensure that their authenticity can be checked by a verifier.
• Ensure learners own and control their own micro-credentials.

• Consult potential learners, employers, the staff of your institution and/or other stakeholders (e.g. alumni and trade unions) to identify the needs of your target groups and the added-value micro-credentials could bring to all groups.
• Ensure your micro-credential design does not exclude members of your target group from accessing, participating in and completing micro-credentials nor from improving them.
• Evaluate micro-credentials with a representative sample of your target group before launching, after launching (with enrolled learners), as well as after their completion of the course.

• Link micro-credentials to identified skill needs, such as those in occupational standards or labour market intelligence and consult relevant stakeholders (sectors, professionals, employers).
• Co-design and co-develop micro-credentials within the context of continuing professional development (CPD) schemes or active labour market measures.
• Work with decision and policymakers to improve (a) transparency of micro-credentials, (b) use of verifiable digital credential systems as well as (c) micro-credential recognition for learning and employment. 

• Evaluate whether governance structures and policies are adequate for dealing with micro-credentials at scale.
• Ensure appropriate processes and procedures, including in regard to digital technologies.
• Establish an appropriate business model to sustain micro-credentialing including through cost-sharing models.
• Mitigate risks and practice continuance improvement throughout all stages of the micro-credentialing process. 
• Consider:
  • Integrating micro-credentials into existing operational and supportive practices.
  • Measures to engage learners and other stakeholders in the improvement of micro-credentialing strategies.

• Choose the most appropriate form/s of assessment to evaluate tasks with which learners can best demonstrate attaining the agreed learning outcomes.
• Ensure assessment criteria and methods are quality assured, documented and published on the relevant platforms where the micro-credential offers are promoted.
• Implement robust systems to verify the identity of learners subject to assessment while assuring learners’ rights to privacy.
• Include information on assessment processes and methods together with grading schemes in micro-credential certificates issued to learners.
• Ensure the learning outcomes of the micro-credentials can be assessed independently from the learning process -- a learner should have the possibility of earning a micro-credential without being required to attend the course/s.

• Develop and publish policies actively supporting:
  • The recognition of micro-credentials issued by other providers, including through recognition of prior learning.
  • Procedures for the validation of non-formal and informal learning so as to enable the award of micro-credentials on the basis of assessment of learning outcomes gained outside formal learning contexts.

• Establish inter-provider Credit Exchange Agreements between networks of micro-credential providers.
• Implement the options of 'free electives' in programmes which learners can obtain using micro-credentials from other providers.
• Facilitate recognition via the Recognition of Prior Learning as the 'fallback' route when no other recognition route is available.
• Apply the principles of International Conventions such as the Global Convention on the Recognition of Qualifications Concerning Higher Education (GRC).
• Where the provider is a formal learning provider, assessment centre or awarding body:
  • Seek collaboration with private or public sector entities (which may include professional bodies, companies and other enterprises) to co-design and offer micro-credentials which may be automatically recognised for employment and education purposes.
• Where the provider is a non-formal or informal learning provider (such as training or work-based learning centres, professional bodies, companies and other enterprises):
  • Tailor the recommendations in this guide to design and offer fit for purpose interoperable micro-credentials.

• Micro-credentials, where possible
  • Are open access, or otherwise affordable.  
  • Allow for self-paced small periods of learners which can be personalised to the learners' interest and the number of hours of study planned by the learner around work or caring responsibilities.
  • Allow for the possibility of a blended learning format where online learning may be combined with on-site practical or work-based learning.

• Award credit or allocate time during the programme for learner engagement.
• Allocate time for learners to debate the improvement of micro-learning during the course/programme itself.

• Establish or develop policy prescribing the right of learners to engage in the improvement of micro-credentials such as through seats for learner elected representatives in your institution’s governance structures.
• Sustain funding streams for learners' engagement activities.

• Engage learners as equal partners within the institution's community - thus supporting the development of a sense of belonging.
• Engage alumni in debates and capacity building activities.

• Ensure that your micro-credential offer is accessible via multiple online catalogues and services.

• Make clear what can be done with the micro-credential, including for further learning, work or other purposes.
• Assist learners in understanding the recognition of prior learning and thus the possibility for combining micro-credentials with other learning, life and employment experiences to reach their personal goals.
• Expose learners to interdisciplinary topics.
• Integrate career guiding elements into the delivery of micro-credentials which also focus on industry-specific skills.